This book is a revised version. True story of perseverance, being born and raised poor, moving from home to home sometimes within weeks. This short read tells how it feels not knowing how many schools you've been to or the names of all of them. While being poor and always the new kid in class, being bullied seemed inevitable. Living homeless with an infant was the lowest point. Trying to succeed with short educational courses, giving birth to 3 daughters by the age 22, and living on welfare had to end. Discovering college was the beginning of a new life earning 3 degrees, raising 3 successful daughters and now living successfully in middle class America.
True story of perseverance, being born and raised poor, moving from home to home sometimes within weeks, cannot recall how many schools I went to or the names of all of them, becoming pregnant at 17, becoming homeless with baby, sometimes only having water for baby bottle, trying to succeed with short educational courses, giving birth to 2 more daughters, living on welfare, discovering college, earning 3 degrees, raising 3 successful daughters and now earning nearly $250,000 per year.
A full-color case-based guide to the principles and clinical aspects of geriatric care 4 STAR DOODY'S REVIEW! "It is intended as a case-based textbook of geriatrics that also integrates the complexities of geriatric medicine into a meaningful whole. These are excellent objectives, all met in a wonderful way. This book stands out from other textbooks of geriatric medicine...This is a brilliant addition to the literature of geriatric medicine. Some topics are covered in different ways, but this is never repetitious, rather more like looking at a gem from different angles. The evidence-based, case-based, pre-test, post-test format makes this an ideal book from which to learn. The breadth and depth are stunning. The editing and format would be enough to highly recommend this book, but the beautiful use of color on every page, permitting lavish illustrations, tables, figures, and examples of tests, makes this at the same time a brilliant exposition of the true nature of geriatric medicine, and a work of art as well. Run, do not walk, to see it!" --Doody's Review Service Case-Based Geriatrics utilizes a case-and-evidence-based approach to help you understand the key principles and clinical points of geriatric medicine and healthcare. Written to reflect the field's growing trend toward interdisciplinary collaboration, the book is of value not only to physicians, but to the entire health team involved in the care of the elderly. This unique text is constructed around case presentations, which are used as the primary teaching tool. These cases reflect issues and principles of geriatrics that are encountered and practiced worldwide. You will learn how cultural characteristics of both patients and providers have added new layers of complications to this already challenging field - and how they can be recognized and overcome. Each case is directly linked to the learning objectives found in each chapter. Review questions appear at the beginning and end of each chapter to test your understanding. Case-Based Geriatrics is divided into three sections: Issues in Aging -- features foundational chapters covering essential topics such as biology of aging, worldwide demographics, the geriatric physical exam, sensory changes in aging, and approaches to laboratory testing and imaging in aging Inter-professional Geriatrics -- provides an overview of multi-professional team care and covers important topics such as pre -and-post operative care, discharge planning and transitional care, end-of-life care, home care, and long-term care Geriatric Syndromes and Important Issues -- covers common disorders such as delirium, dementia, depression, stroke, hypertension, osteoporosis, and more
With the Depression and the Great War in recent history and the Second World War about to begin, emotions are running high.
The push for more hands-on and inquiry-based approaches to middle school science education has prompted school districts around the United States to move toward more progressive science curricula. However, science educators who are accustomed to traditional teaching methods face challenges when enacting these novel lessons in the classroom and, in turn, their resulting lessons are not enacted as intended. In addition, student interest and achievement in science may be influenced by how well these teachers implement changes, as well as how comfortable they feel with the curricular change in the first place. This book examines aspects of the first year of an inquiry-based middle school program enactment in the 7th and 8th grades of Secaucus Middle School in Secaucus, NJ. Strong relationships among student interest, student achievement, teacher attitude toward curricular change, and resulting teacher enactment are discovered and may inform the science education community on why fruitful reform efforts take time to occur.
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